L-  F 


STACK  ANNEX 
I  Cage 


Bates 


The  ^odel  Teacher 


THE  LIBRARY 

OF 

THE  UNIVERSITY 
OF  CALIFORNIA 

LOS  ANGELES 


THE    MODEL    TEACHER. 


LECTURE 


DR.  THOMAS  ARNOLD, 


MASTER  OF  THE  RUGBY  SCHOOL,  ENGLAND, 


DELIVERED    BEFORE    THE 


AMERICAN  INSTITUTE  OF  INSTRUCTION, 


AT  TROY,  NEW  YORK,   AUGUST,   1852. 


BY 


JOSHUA   BATES,   JR. 

PRINCIPAL   OF  THE    BRIMMER   SCHOOL,   BOSTON,   MASSACHUSETTS. 


BOSTON: 
TICKNOR,    REED,    AND    FIELDS. 

M  OCCC  Mil. 


TUtRSfOXj  TORKY,  ASD  fiMEtiSOX,  PtUNTEnS. 


Stack 
Annex 


LECTURE. 


MAN  is  so  constituted,  as  to  crave  a  perfect  stand- 
ard of  excellence.  In  every  department  of  life,  he 
sets  before  himself  a  faultless  model.  The  beau- 
ideal  of  the  sculptor  is  perfect.  He  pictures  to  him- 
self a  human  form  more  symmetrical  than  is  found 
in  actual  existence.  Excluding  every  blemish  and 
deformity,  and  concentrating  every  charm  and  beauty 
of  limb  and  feature,  he  erects  in  his  imagination  an 
ideal  upon  which  to  exercise  his  art.  The  hero  takes 
as  his  guiding  star,  an  imaginary  character,  who  com- 
bines all  those  qualities,  which  constitute  military 
eminence.  The  scholar  proposes  to  himself  a  stand- 
ard higher  than  is  found  in  actual  life.  The  good 
man  is  not  satisfied  with  a  rule  of  life,  which  does 
not  demand  conformity  to  the  purest  virtue,  and 
enjoin  every  perfection  of  character.  Any  ethical 
rule,  that  falls  short  of  this,  his  moral  sense  condemns, 


841503 


MR.    BATES  S    LECTURE 


and  he  approves  of  the  law  of  God,  because  it  is  a 
perfect  law. 

"Bfce  teacher  adopts  a  high  ideal  of  professional 
superiority.  He  forms,  in  his  imagination,  an  image 
of  a  perfect  teacher ;  of  one,  who,  free  from  every 
fault  and  deficiency,  possesses  in  harmonious  combi- 
nation, and  in  the  highest  possible  degree,  all  the 
requisitions  of  character  and  scholarship,  which 
qualify  for  complete  success  in  teaching.  This  law 
of  the  mind,  which  leads  men  in  all  the  pursuits  of 
life,  to  set  before  themselves  an  exemplar  as  an 
object  of  imitation,  is  of  great  practical  benefit.  The 
man,  who  is  satisfied  with  what  he  now  is,  intellec- 
tually or  morally,  will  make  little  effort  to  improve, 
while  he,  who  keeps  before  himself  a  high  standard, 
will  continue  to  make  progress. 

A  finished,  complete  and  faultless  model,  alone 
satisfies  the  cravings  of  the  heart ;  yet  the  impossi- 
bility of  copying  such  a  pattern,  renders  one,  which 
may  be  attained  by  human  powers,  needful,  and 
oftentimes  more  immediately  useful. 

I  know  of  no  way,  therefore,  in  which  a  teacher 
may  be  better  qualified  for  the  general  duties  of  his 
office,  or  make  successful  advances  towards  his 
ideal  of  professional  perfection,  than  by  studying  the 
character  and  life  of  a  great  master  of  his  art,  of 
acknowledged  and  conspicuous  celebrity.  "  He,  that 
walketh  with  wise  men,  shall  be  wise;"  and  that 
teacher,  wrho,  with  earnest  scrutiny,  studies  the 
character  of  an  artist  in  his  profession,  seeking  to 
understand  the  elements  of  his  success,  and  to  catch 
his  spirit,  will  be,  according  to  the  law  of  assimila- 


ON    DR.    THOMAS    ARNOLD.  5 

tion,  conformed  to  the  pattern  he  contemplates,  and 
to  a  degree  changed  into  the  same  image. 

I  know  not,  then,  how  I  may  do  a  better  service 
for  the  members  of  the  Institute,  whom  I  have  the 
pleasure  of  addressing  at  this  time,  than  to  endeavor 
to  present  a  portraiture  of  the  character  of  that 
prince  of  teachers,  Dr.  Thomas  Arnold,  late  Head 
Master  of  the  Rugby  School,  England. 

Presuming  that  most  of  the  teachers,  whom  I 
address,  have  heard  of  the  name  of  Dr.  Arnold,  and 
are  more  or  less  acquainted  with  his  history  and 
influence,  it  will  not  be  necessary  for  me  to  give 
here  a  detailed  account  of  his  outward  life  and 
the  events  in  his  history;  and  the  more,  since  his 
was  a  life  interesting,  not  from  the  variety  of  its 
incidents  or  the  thrilling  nature  of  its  vicissitudes. 
What  renders  his  life  worthy  to  be  enshrined  in  the 
memory  of  every  teacher,  is,  that  it  is  the  record 
of  the  development  of  a  great  mind,  of  the  inner 
life  of  a  scholar,  a  theologian,  a  brilliant  historian, 
an  affectionate  father,  an  enthusiastic  and  cele- 
brated teacher.  What  he  has  said  of  others,  is 
emphatically  true  of  himself.  In  his  inaugural 
address,  upon  entering  on  the  duties  of  the  Pro- 
fessorship of  Modern  History,  in  the  University  of 
Oxford,  he  says,  in  speaking  of  the  true  office  of 
biography,  "  We  have  another  life  besides  that  of 
outward  action,  and  it  is  this  inward  life,  which 
determines  the  character  of  the  actions  and  of  the 
man.  And  how  eagerly  do  we  desire,  in  those  great 
men,  whose  actions  fill  so  large  a  space  in  history,  to 
l* 


D  MR.    BATES  8    LECTURE 

know  not  only  what  they  did,  but  what  they  were ; 
how  much  we  prize  their  letters,  or  their  recorded 
words,  and  not  least,  such  words  as  are  uttered  in 
their  most  private  moments,  which  enable  us,  as  it 
were,  to  look  into  the  very  nature  of  that  mind,  whose 
distant  effects  we  know  to  be  so  marvellous." 

A  brief  statement  of  the  events  in  the  outward 
life  of  Dr.  Arnold,  is,  therefore,  all  that  is  needful, 
before  proceeding  to  a  delineation  of  those  qualities, 
social,  intellectual  and  moral,  which  made  him  the 
great  teacher  of  his  country  and  the  present  age. 

Dr.  THOMAS  ARNOLD  was  born  June  13th,  1795,  at 
West  Cowes,  in  the  Isle  of  Wight.  In  1807,  when 
twelve  years  of  age,  he  entered  Winchester  Classical 
School.  In  1811,  in  his  sixteenth  year,  he  was 
elected  as  a  scholar  at  Corpus  Christi  College, 
Oxford.  In  1815,  he  was  chosen  Fellow  of  Oriel 
College,  taking  there  a  high  rank  as  a  scholar,  and 
gaining,  while  a  member  of  the  college,  two  of  the 
Chancellor's  prizes;  one  for  the  best  essay. in  Latin, 
and  another  for  the  best  essay  in  English.  In  1818, 
when  twenty-two  years  of  age,  he  was  admitted  to 
Deacon's  Orders  in  the  Church  of  England.  The 
next  year  he  was  settled  at  Laleham,  where  he 
remained  for  nine  years,  preaching  and  also  having 
from  time  to  time,  in  his  family,  seven  or  eight 
young  men,  as  private  pupils,  in  preparation  for  the 
Universities.  In  1827,  he  was  elected  to  the  Head 
Mastership  of  the  Foundation  School  at  Rugby. 
The  next  year  he  was  admitted  to  Priest's  Orders, 
and  received  the  degree  of  Doctor  of  Divinity. 


ON    DR.    THOMAS    ARNOLD.  7 

We  may  infer  from  his  rapid  promotion  to  posts 
of  honor  and  responsibility,  that  he  thus  early  in 
life,  "  gave  the  world  assurance  of  a  man."  It  was 
at  Rugby  that  he  pursued,  during  the  fifteen  years 
of  his  mastership,  that  brilliant  course  that  procured 
for  him  so  wide  a  reputation.  In  1841,  he  was 
offered,  by  Lord  Melbourne,  the  Regius  Professor- 
ship of  Modern  History  at  Oxford,  which  he  ac- 
cepted without  resigning  his  Mastership  at  Rugby, 
and  with  the  understanding,  that  his  Lectures  at 
Oxford  should  be  given  during  the  vacations  of  the 
Rugby  school.  This  was  the  realization  of  his 
brightest  hopes,  and  kindled  his  enthusiastic  spirit 
to  an  intenser  brightness.  But  it  was  destined  to 
be  the  brief  gleaming  of  a  setting  sun,  for  he  was 
permitted  to  deliver  but  a  single  course  of  eight 
lectures,  when  his  earthly  career  was  abruptly  closed. 
On  Saturday,  June  llth,  1842,  the  last  day  of  the 
school  term,  he  closed  the  last  recitation  of  his  class 
by  giving  out  to  them,  as  a  theme  for  composition, 
to  be  read  at  the  opening  of  the  next  term,  the 
words,  "  DOMUS  ULTIMA." 

As  if  the  dark  shadow  of  a  coming  event  was 
cast  before,  early  on  the  morning  of  the  next  day, 
the  day  that  completed  his  forty-seventh  year,  his 
useful  life  was  suddenly  terminated,  by  disease  of 
the  heart;  and  from  the  midst  of  life's  unfinished 
plan,  he  was  summoned  to  that  "  last  and  narrow 
house,"  which  had  been  the  subject  of  his  vale- 
dictory words  to  his  beloved  pupils.  His  remains 
were  deposited  beneath  the  chancel  of  Rugby 


8  MR.    BATES's    LECTURE 

Chapel,  and  on  the  first  Sabbath  of  the  next  school 
term,  there  was  read  in  that  Chapel,  in  the  presence 
of  his  nine  children  and  their  mother,  and  the  assem- 
bled pupils,  one  of  his  manuscript  sermons,  on  the 
theme,  "  Faith  triumphant  in  Death." 

This  brief  outline  comprises  the  most  important 
events  in  the  objective,  visible  life,  of  one  of  the 
greatest  and  best  men  of  the  present  century ;  a 
man,  who  exerted  a  most  important  influence  in 
his  lifetime,  and  who,  through  his  pupils  and  by  his 
writings  and  character,  is  likely  to  be  felt  for  good 
through  successive  generations.  It  does  not  often 
fall  to  the  lot  of  one  man  to  be  so  renowned,  as  was 
Dr.  Arnold,  for  several  dissimilar  accomplishments. 
He  stood  in  the  first  rank,  as  a  man,  a  scholar,  an 
historian,  a  controversialist,  a  theologian.  As  a 
teacher,  it  may  truthfully  be  said,  he  was  THE  teacher 
of  his  country  and  age. 

It  would  afford  me  pleasure  to  give  a  portraiture  of 
the  man  in  all  these  particulars  for  which  he  was  so 
eminent.  But  in  so  doing,  I  should  be  compelled  to 
engross  more  of  your  time,  than  the  proprieties  of  this 
occasion  will  permit.  Yet  I  cannot  forbear,  before 
proceeding  to  an  analysis  of  his  character,  as  an 
instructor,  to  linger  a  moment  amidst  the  scenes  of 
his  domestic  and  social  life ;  for  what  he  was  as  a 
man,  had  much  to  do  in  making  him  what  he  was  as 
a  teacher.  Could  we  follow  him  through  the  various 
circles  in  which  he  mingled,  and  observe  his  conduct 
in  all  his  private  relations,  we  should  admire  his 
affability  and  his  careful  observance  of  the  "  small, 


ON    DR.    THOMAS    ARNOLD. 

sweet  courtesies  of  life  ; "  we  should  see  how  he 
lived  on  the  love  of  his  friends  to  himself,  and  on 
his  own  love  to  them  ;  how  he  sympathized  with 
the  poor  and  humble,  and  how,  keenly  feeling  the 
wrong  done  them,  by  their  too  wide  separation  in 
England  from  the  higher  classes,  he  sought  intercourse 
with  them,  and  strove  to  benefit  them  by  his  society 
and  sympathy,  as  well  as  to  plead  their  rights  with 
his  pen.  His  attachments  were  of  the  strongest  kind. 
Archbishop  Whately,  one  of  his  intimate  friends, 
said  of  him,  "  He  was  attached  to  his  family  as  if 
he  had  no  friends,  to  his  friends  as  if  he  had  no 
family,  and  to  his  country  as  if  he  had  no  friends  or 
relatives." 

In  his  family,  he  was  a  model  husband  and  father. 
The  reader  of  his  memoir  is  charmed  with  the  views, 
which  are  given  of  him  in  his  household  life.  There 
he  is  seen,  now  passing  through  his  dwelling  with 
a  cheerful  voice,  in  the  early  morning,  calling  up  his 
children  ;  now,  with  kind  urbanity  in  his  tone  and 
manner,  dropping  a  word  of  encouragement  to  the 
servants ;  now  catching  a  new  impulse  in  his  occu- 
pations, as  from  his  library  \vindow  he  sees  his 
children  at  play  ;  now  imparting  new  merriment  to 
their  games,  by  joining  them  with  all  the  glee  of 
youth ;  now  taking  them  abroad,  he  the  happiest  of 
the  group,  in  the  fields  and  by  the  hedges,  hunting 
for  flowers ;  now  seizing  on  some  little  incident  in 
domestic  life,  to  fix  in  the  memory  of  his  children 
some  important  fact  in  history,  or  principle  in  science; 
now  instructing  them  in  the  great  truths  of  religion, 
and  leading  them  to  the  throne  of  heavenly  grace, 


10  MR.    BATES'S    LECTURE 

and  always  diffusing  around  him  a  charm,  which 
the  most  casual  visitor  in  his  family  could  not  but 
feel  and  admire. 

But  Dr.  Arnold  was  known  and  honored  most,  as 
a  Teacher.  This  was  the  niche,  the  God  of  nature 
had  clearly  ordained  he  should  fill.  In  instruction, 
his  greatness  was  most  conspicuous.  Here  he  ex- 
pended with  an  ever-glowing  enthusiasm,  his  best 
energies,  for  this  he  poured  out  the  overflowing  of 
his  ardent  soul.  Teaching  was  the  great,  the  chief 
business  of  his  laborious  and  useful  life.  Although 
an  historian,  a  preacher,  an  interpreter  and  theo- 
logian of  uncommon  merit,  and  as  one  said  of  him, 
"  born  to  be  a  statesman,"  yet  all  was  subordinate 
to  his  duties  and  relations  as  a  teacher.  He  gave 
the  whole  energies  of  his  masterly  mind  to  the  great 
work  of  education.  "  My  interest,"  said  he,  "  in  the 
school  far  exceeds  what  I  feel  in  any  sort  of  compo- 
sition of  my  own,  or  in  any  other  matters.  Neither 
at  Rugby,  nor  at  Laleham,  have  I  allowed  my  own 
writings  to  encroach  upon  the  time  or  spirits,  and 
vigor  of  mind  or  body,  which  I  hold  that  my  pupils 
have  always  a  paramount  claim  upon." 

It  was  his  eminence  and  success  as  an  instructor, 
that  invested  his  character  with  its  chief  interest  for 
those  of  us,  who,  like  him,  are  called  to  the  high 
office  of  teaching  the  young.  I  must  therefore 
hasten  to  present  him  before  you,  more  directly  in 
the  character  and  sphere  of  a  teacher. 

I  trust  that  I  shall  render  the  analysis  of  his  char- 
acter interesting,  by  speaking, 


ON  DR.  THOMAS  ARNOLD.  11 

1.  OF  DR.  ARNOLD'S  QUALIFICATIONS  AS  A  TEACH- 
ER. 

2.  OF  HIS  PRINCIPLES  AND  METHODS  OF  INSTRUC- 
TION. 

3.  OF  HIS    PRINCIPLES   AND    METHODS    OF    DISCI- 
PLINE. 

1.  THE  FIRST  SOURCE  OF  INTEREST  FOR  INSTRUC- 
TORS IN  THIS  DISTINGUISHED  EDUCATOR,  IS  THE 
FACT,  THAT  HE  POSSESSED  A  RARE  COMBINATION  OF 
THOSE  CHARACTERISTICS  WHICH  CONSTITUTE  A  GOOD 

TEACHER. 

Not  that  he  possessed  every  desirable  quality ; 
not  that  he  was  satisfied  with  his  attainments,  or 
success,  or  that  his  friends  saw  in  him  no  deficiency; 
not  that  all  his  principles  and  methods  of  discipline 
and  instruction  were  faultless.  This  were  too  much 
to  expect  in  any  man.  Yet  it  is  only  once  in  an 
age,  that  so  many  natural  and  acquired  qualities, 
requisite  for  success  in  teaching,  are  concentrated  in 
one  person. 

In  his  scholarship.  Dr.  Arnold  was  accurate  and 
thorough. 

He  stood  out  before  his  pupils  as  an  eminent 
scholar,  acknowledged  and  honored  as  such  by  the 
whole  brotherhood  of  the  learned  in  England.  This 
was  his  first,  and  essential  requisite,  for  exerting  a 
commanding  influence  over  students. 

He  had  the  peculiar  advantage  of  superior  instruc- 
tion and  severe  intellectual  training.  He  possessed 


12  MR.    BATES's    LECTURE 

a  discipline  of  mind,  a  fulness  of  knowledge,  a 
chasteness  of  taste,  and  that  graceful  harmony  in 
the  movements  of  his  mind,  which  nothing  but  such 
a  training  can  supply. 

His  knowledge  of  the  classics  was  perhaps  unsur- 
passed in  accuracy  and  profoundness.  At  some 
periods  of  his  life,  almost  his  entire  reading  was  in 
the  Greek  and  Latin.  He  delighted  often,  as  a  mere 
recreation  of  an  evening,  to  translate  aloud,  book 
after  book  of  the  Greek  historian,  Herodotus,  by  the 
bedside  of  his  sister,  who  had  become  especially 
endeared  to  him  by  protracted  sickness.  Aristotle, 
Thucydides  and  Homer,  were  his  favorite  and  ever- 
present  companions. 

His  knowledge  of  history,  both  in  its  principles 
and  facts,  was  extensive  and  correct.  He  under- 
stood, better  than  most  men,  the  philosophy  of  his- 
tory. This  qualified  him  for  his  professorship  at 
Oxford,  and  for  writing  his  great  work,  the  History 
of  Rome,  a  history  undoubtedly  among  the  best 
in  the  language,  and  one  which  will  ever  be  read  by 
scholar  and  statesman  with  the  deepest  interest. 

Scholarship  was,  in  his  view,  one  of  the  highest 
callings  to  which  man  could  be  summoned.  This 
sentiment  he  aimed  to  impress  upon  his  pupils,  and 
he  was  more  successful  than  most  men  could  have 
been.  Dull,  vicious  and  devoid  of  all  honorable 
ambition  was  the  boy,  who  could  be  long  at  Rugby, 
without  catching  a  portion  of  the  spirit  of  the  place, 
and  being  awakened  to  earnest  efforts  to  attain  to 
the  grace  and  excellence  of  scholarship. 


ON    DR.    THOMAS    ARNOLD.  13 

Dr.  Arnold  was  an  industrious  man,  and  possessed 
in  an  eminent  degree,  the  faculty  of  infusing  into  his 
pupils  the  same  spirit  of  diligence  and  application,  by 
which  he  was  himself  animated. 

The  reader  of  his  life  is  again  and  again  im- 
pressed with  the  amount  of  labor  he  performed,  and 
with  the  ease  and  rapidity  with  which  he  dispatched 
it.  His  mental  activity  was  truly  astonishing.  At 
the  time  he  was  Head  Master  at  Rugby,  he  had  the 
general  supervision  and  entire  responsibility  involved 
in  the  care  of  three  hundred  boys.  He  was  then 
preacher  on  the  Sabbath,  and  was  occupied  each  day 
several  hours  in  direct  instruction.  The  amount  of 
time,  which  he  devoted  to  his  pupils,  was  remarkable. 
Lessons  began  at  seven,  and,  with  only  the  interval 
of  breakfast,  lasted  till  three.  Then  he  would  walk 
with  his  pupils,  or  join  them  in  their  sports,  and  dine 
at  half-past  five  o'clock.  At  seven  he  would  attend 
a  long  recitation  of  the  Sixth  Form,  the  highest 
class  in  the  institution ;  and  it  was  only  after  tea, 
and  when  the  school  labors  of  the  day  were  over, 
that  he  sat  down  in  his  drawing-room  or  library, 
with  his  children  and  many  of  his  pupils  around 
him,  to  commence  work  for  himself,  in  writing  letters 
to  his  numerous  correspondents,  or  composing  his 
pamphlets  on  political  economy,  his  theological 
essays,  his  educational  articles,  or  laboring  on  his 
Roman  History,  or  his  edition  of  Thucydides.  In 
spite  of  the  multiplicity  of  his  school  duties,  he 
found  time  at  Rugby,  without  slighting  those  duties, 
to  write  many  reviews  for  Quarterlies  on  educational 
2 


14  MR.    BATES'S    LECTURE 

and  theological  subjects ;  to  print  several  political 
pamphlets ;  to  edit  an  edition  of  Thucydides  with 
extensive  and  elaborate  notes ;  to  publish  several 
volumes  of  sermons  and  his  History  of  Rome. 

The  example  of  a  life  of  such  intense  earnestness, 
and  of  unhasting,  unresting  diligence,  was  not  with- 
out its  influence  upon  his  pupils.  It  gave  them  a 
daily  and  a  living  enforcement  of  the  truth,  "  Life  is 
real,  life  is  earnest."  The  emanation  from  his  ex- 
ample permeated  the  atmosphere  around  him,  and 
evinced  to  the  visitor  of  an  hour  even,  what  was  the 
genius  of  the  place. 

Thomas  Carlyle,  having  spent  a  week  at  Rugby  in 
term  time,  remarked  at  his  departure,  that  he  "  was 
leaving  a  temple  of  industrious  peace."  The  fol- 
lowing extract  from  a  letter  of  one  of  the  students 
at  Laleham,  and  afterwards  one  of  the  assistant 
masters  at  Rugby,  shows  how  the  zealous  and  dili- 
gent life  of  Dr.  Arnold  influenced  his  scholars,  and 
illustrates,  how  the  same  stamp  of  character  in  any 
teacher,  will  stimulate  his  pupils  to  ardent  and  useful 
industry. 

"  The  most  remarkable  thing,  which  struck  me  at 
once  on  joining  the  Laleham  circle,  was  the  wonder- 
ful healthiness  of  tone  and  feeling,  which  prevailed  in 
it.  Everything  about  me,  I  immediately  found  to  be 
most  real ;  it  was  a  place  where  a  new  comer  at  once 
felt,  that  a  great  and  earnest  work  was  going  forward. 
"  Dr.  Arnold's  great  power  as  a  teacher  resided  in 
this,  that  he  gave  such  an  intense  earnestness  to  life. 
Every  pupil  was  made  to  feel,  that  there  was  a  work 
for  him  to  do ;  that  his  happiness,  as  well  as  his 


ON    DR.    THOMAS    ARNOLD.  15 

duty,  lay  in  doing  that  work  well.  Hence,  an  inde- 
scribable zest  was  communicated  to  a  young  man's 
feelings  about  life ;  a  strange  joy  came  over  him  on 
discovering,  that  he  had  the  means  of  being  useful, 
and  thus  of  being  happy.  This  hold  upon  all  his 
pupils,  I  know,  perfectly  astonished  me.  It  was  not 
so  much  an  enthusiastic  admiration  for  genius,  or 
learning,  or  eloquence,  which  stirred  within  them ;  it 
was  a  sympathetic  thrill,  caught  from  a  spirit,  that 
was  earnestly  at  work  in  the  world,  whose  work  was 
healthily  sustained,  and  constantly  carried  forward 
in  the  fear  of  God  ;  a  work,  founded  on  a  deep  sense 
of  its  duty  and  its  value,  and  coupled  with  such  a 
true  humility,  such  an  unaffected  simplicity,  that 
others  could  not  help  being  invigorated  by  the  same 
feeling,  and  with  the  belief  that  they,  too,  could,  in 
their  measure,  go  and  do  likewise." 

Dr.  Arnold  was  also  characterized  by  a  constant 
desire  for  self-improvement. 

He  repudiated  the  idea  that  anybody  would  do  for 
a  schoolmaster.  One  of  his  maxims  was,  "  He  is 
the  best  teacher,  who  is  best  taught  himself."  He 
believed  the  office  of  teacher  to  be  so  important,  as 
to  demand  the  highest  order  of  scholarship  as  well 
as  talents.  Dr.  Arnold's  estimate  of  the  teacher's 
office  was  exalted,  and  he  was  ever  striving  after  a 
nearer  approach  to  that  standard  of  professional  per- 
fection, which  was  constantly  in  his  imagination. 
He  never  remitted  his  efforts  for  self-improvement. 
Whatever  labor  he  bestowed  upon  his  literary  or 
theological  works,  was  only  part  of  that  constant 


16  MR.    BATES'S    LECTURE 

progress  of  self-education,  which  he  thought  essen- 
tial to  the  right  discharge  of  his  duties  as  a  teacher. 
He  had  a  remarkable  facility  for  redeeming  the 
hours,  as  if  "  they  bore  report  to  heaven ; "  turning 
to  account  spare  fragments  of  time,  and  mastering 
the  contents  of  a  book  by  a  very  rapid  perusal. 
And  his  reading  was  not  for  himself  alone,  but 
equally  for  his  pupils.  Thus  he  was  constantly 
furnishing  himself  with  new  facts  and  fresh  illustra- 
tions, with  which  he  enriched  his  instructions  at  the 
hour  of  recitation.  Believing  with  a  contemporary, 
that,  "  Whoever  makes  truth  disagreeable,  by  pre- 
senting it  in  an  unprepossessing  garb,  commits 
high  treason  against  virtue,"  the  manner  of  im- 
parting instruction  was  an  object  and  an  aim  with 
him. 

In  answer  to  a  letter  from  one  of  his  former 
pupils,  asking  his  advice  as  to  the  discharge  of  his 
duties  as  a  teacher,  he  thus  writes.  "  You  need 
not  think,  that  your  own  reading  will  now  have 
no  object,  because  you  are  engaged  with  young 
boys.  Every  improvement  of  your  own  pow- 
ers and  knowledge  tells  immediately  upon  them. 
Whatever  you  read  tends,  generally,  to  your  own 
increase  of  power,  and  will  be  felt  by  your  pupils  in 
a  hundred  ways.  And  I  hold  that  a  man  is  fit  to 
teach  so  long  only,  as  he  is  himself  learning  daily. 
If  the  mind  once  becomes  stagnant,  it  can  give  no 
fresh  draught  to  another  mind;  it  is  drinking  from 
a  pond,  instead  of  from  a  spring." 

On  this  principle  Dr.  Arnold  constantly  acted. 
He  felt  that  a  teacher  ought  to  be  perpetually  learn- 


ON    DR.    THOMAS    ARNOLD.  17 

ing  intellectually,  as  well  as  morally,  and  so,  con- 
stantly keeping  himself  above  the  level  of  his  pupils. 
Speaking  of  his  students  at  Laleham,  he  said,  "  I 
am  sure  that  I  do  not  judge  of  them,  or  expect  of 
them,  as  I  should,  if  I  were  not  taking  pains  to 
improve  my  own  mind."  He  well  knew,  that  as  the 
teacher  engages  month  after  month,  and  year  after 
year,  in  treading  the  same  round  of  instruction,  and 
in  attending  daily  to  recitations  on  subjects  familiar 
to  him  as  the  alphabet,  he  is  ever  liable  to  be  satis- 
fied with  his  present  attainments,  and  to  slide  into 
a  mechanical  routine  and  stereotyped  methods  of 
instruction.  Against  this,  he  guarded  himself  by 
diligently  maintaining  habits  of  study  and  intellec- 
tual activity.  Hence,  he  was  ever  engaged  in  new 
investigations,  and  in  enlarging  the  sphere  of  his 
knowledge,  particularly  in  his  department  of  in- 
struction, history  and  the  languages.  He  was  ever 
aiming  to  be  a  better  teacher,  by  being  a  better 
scholar.  He  mastered  the  German,  after  he  went  to 
Rugby,  amid  the  pressure  of  other  engagements, 
chiefly  for  the  sake  of  reading,  in  the  original,  Nie- 
biihr's  History  of  Rome. 

Dr.  Arnold  was  endeavoring,  even  in  his  latest 
years,  to  acquire  a  knowledge  of  the  Sanscrit  and 
Sclavonic  languages,  and  he  was  engaged,  to  the  end 
of  his  life,  in  correspondence  with  scientific  men  and 
classical  scholars,  on  minute  points  of  philology,  his- 
tory and  geography.  He  seemed  to  be  deeply  imbued 
with  the  idea,  (one  which  every  teacher  ought  to 
ponder,)  that,  if  he  would  be  successful,  and  to  the 
highest  degree  useful  in  his  office,  he  must  guard 
2* 


18  MR.    BATES's    LECTURE 

with  a  watchful  eye,  against  dulness  and  mannerism, 
by  constantly  increasing  his  stores  of  knowledge, 
and  thus  imparting  an  attractive  freshness  to  his 
instructions,  and  giving  to  his  school,  at  all  times,  a 
pleasing  air  of  intellectual  activity  and  vigor.  He 
was  constantly  striving  after  intellectual  growth, 
and  cultivating  a  spirit  of  sympathy  with  the 
educational  reforms  and  improvements  of  the  day. 
Thus  he  never  suffered  himself  to  remit  his  efforts, 
nor  to  sit  down  with  the  feeling,  that  no  improve- 
ments could  be  made  in  his  plans  and  methods  of 
instruction. 

The  example  of  Dr.  Arnold  in  his  efforts  for 
self-advancement,  is  worthy  of  the  imitation  of  all 
teachers.  We  are  prone  to  be  satisfied  with  our 
present  attainments,  and  our  present  views  of  educa- 
tion and  methods  of  instruction.  But  this  is  an  age 
of  progress,  and  unless  we  advance  with  the  age, 
we  cannot  long  be  successful  or  acceptable  in  our 
calling.  If  we  would  cultivate  in  our  pupils  habits 
of  intellectual  activity,  if  we  w^ould  render  the  reci- 
tations of  our  classes  always  attractive,  and  to  the 
highest  degree  useful,  we  must  be  ever  seeking  for 
new  facts  and  illustrations,  and  be  ever  enriching  our 
own  minds  by  study,  that  we  may  bring  out  of  our 
treasures,  things  new  as  well  as  old ;  that  we  may 
be- able  to  refer  our  pupils  from  time  to  time  to  new 
authorities  and  sources  of  information ;  that  we 
may  stimulate  them  to  increased  diligence  and  the 
love  of  knowledge,  by  spreading  out  before  them 
wide  and  comprehensive  thoughts,  and  opening  to 


ON    DR.    THOMAS    ARNOLD.  19 

their   view  newly  discovered    mines    of  intellectual 
wealth. 

Dr.  Arnold  was  also  an  enthusiastic  teacher,  and 
infused  his  own  spirit  into  his  pupils. 

He  had  a  passion  for  the  duties  of  his  office. 
Teaching  was  in  accordance  with  his  natural  taste. 
He  was  not  an  intellectual  miser,  but  delighted  to 
bestow  upon  any,  who  could  appreciate  them,  his 
mental  riches.  His  love  of  teaching,  with  the  lapse 
of  time,  grew  more  strong  upon  him,  so  that  he 
often  declared,  that  he  could  hardly  live  without 
such  employment;  and  years  before  his  death,  he 
had  formed  the  plan,  if  he  should  live  beyond  the 
meridian  of  life,  of  receiving  from  the  universities, 
after  he  had  resigned  his  post  at  Rugby,  private 
pupils  at  Fox  How,  his  country-seat. 

One  of  his  laconic  expressions,  as  well  as  one  of 
the  rules  of  his  life  was,  "  That  which  we  know  and 
love,  we  cannot  but  communicate."  It  was  this,  that 
nourished  his  glowing  enthusiasm ;  an  enthusiasm 
that  gave  him  a  freshness  of  spirit,  and  a  vivacity  of 
manner  in  his  work,  that  imparted  vigor  to  his  illus- 
trations and  force  to  his  words ;  that  created  in  him 
an  earnest  desire  for  healthful  progress  in  his  views 
of  education,  and  plans  of  teaching.  When  asked 
once  if  he  did  not  find  the  repetition,  time  after  time 
of  the  same  lessons,  irksome  to  him,  he  replied,  "  No, 
there  is  a  constant  freshness  in  them.  I  find  some- 
thing new  in  them  every  time  I  go  over  them." 
This  was  spoken  in  the  spirit  of  a  true  teacher.  To 
such  a  one  his  work  can  never  become  drudgery. 


20  MR.    BATES'S    LECTURE 

To  such  a  one,  the  beating  of  the  beaten  track 
of  instruction,  and  the  continually  going  over  the 
routine  of  the  same  books,  or  the  same  science, 
will  not  be  tedious  or  monotonous ;  for  he  will 
not  cling  to  his  set  forms,  old  methods  and  thread- 
bare illustrations ;  nor  suffer  himself  to  sink  into 
a  spiritless  mannerism  or  a  technical  formality. 
But  a  noble  enthusiasm,  like  a  perennial  foun- 
tain, will  ever  invigorate  his  spirits,  prompting 
him  to  new  researches  and  progressive  studies, 
and  to  the  application  of  new  illustrations.  Such 
a  teacher  will  never  become  rusty  in  his  know- 
ledge, nor  permit  his  interest  in  instruction  to 
flag.  Such  a  teacher  will  inspire  his  pupils  with 
ardor,  and  awaken  in  them  an  earnest  spirit  of 
improvement.  This  Dr.  Arnold  did.  Enthusiasm 
is  contagious.  His  pupils  caught  his  earnestness 
of  spirit,  and,  with  an  indescribable  zest,  applied 
themselves  to  their  duties,  with  a  profound  con- 
sciousness, that  self-improvement  is  one  great  pur- 
pose of  life,  and  that,  by  severe  study,  the  mental 
faculties  are  to  be  developed,  and  the  character  formed 
and  perfected. 

Dr.  Arnold  also  possessed  a  warm  sympathy  with 
the  young,  which  gave  him  a  peculiar  power  over 
them,  and  a  great  advantage  in  dealing'  with  them. 

He  was  sanguine  in  his  temperament.  He  was 
characterized  by  youthfulness  of  feeling,  and  un- 
common elasticity  of  constitution.  His  spirit  was 
instinct  with  generous  sympathy,  and  especially  that 


ON    DR.    THOMAS    ARNOLD. 


21 


sympathy,  which  delights  in  contact  with  the  fresh- 
ness and  ardor  of  the  young. 

This  liveliness  and  elasticity  of  temperament,  was 
one  of  the  elements  of  his  success  as  a  teacher.  This 
vivacity  and  glow  of  spirits,  prompted  him  to  unusual 
intimacy  with  his  scholars.  He  invited  them  to  his 
table,  and  his  parlor ;  assisted  them  privately  in 
their  studies;  joined  them  in  their  walks  and  sports, 
and  sympathized  with  them  in  their  joys  and 
troubles. 

Yet  in  all  this,  he  did  what  few  instructors  can  do. 
He  never  allowed  his  boys  to  forget,  that  he  was 
their  teacher,  nor  permitted  a  kind  of  familiarity  on 
the  part  of  his  pupils,  which  would  tend  in  the  least 
to  impair  his  authority.  He  seemed,  by  a  sort  of 
instinct,  to  maintain  at  all  times  the  right  medium ; 
a  medium  most  difficult  to  find,  between  the  teacher's 
too  great  distance  from  his  pupils  on  the  one  hand, 
and  too  great  familiarity  on  the  other.  A  mistake 
either  way  in  regard  to  this  matter,  is  injurious  to 
the  teacher's  influence  and  usefulness. 

It  is  not  every  teacher,  that  has  that  elasticity  of 
mind  and  youthfulness  of  feeling,  that  prompted  Dr. 
Arnold  to  be  so  intimate  and  free  with  his  pupils. 
It  is  not  every  teacher,  that  has  that  dignity  of 
character  and  manner,  and  maintains  that  peculiar 
discipline,  which  enabled  Dr.  Arnold,  in  the  free  inter- 
course with  his  boys,  to  secure  from  them,  on  all 
occasions,  that  respectful  deference  and  prompt  obe- 
dience to  which  his  office  entitled  him. 

This  faculty  gave  him  great  power.  His  pupils 
were  conscious  that  there  was  something  about  him 


22  MR.    BATES's    LECTURE 

unlike  that,  which  they  had  been  taught  to  expect  of 
a  schoolmaster. 

Dr.  Arnold  seldom  failed  to  win  the  affections  and 
to  ensure  the  respect  of  those  under  his  care,  or  to 
gain  a  controlling  influence  over  his  pupils,  and  to 
form  with  many  of  them  a  close  bond  of  affectionate 
union,  which  death  alone  had  power  to  sunder. 

In  a  letter  to  a  former  pupil,  contemplating  entering 
upon  a  teacher's  life,  we  find  Dr.  Arnold's  sentiments 
on  this  subject,  which  his  example  so  strikingly  cor- 
roborated. "  In  regard  to  the  question  in  your  letter, 
I  hold  that,  to  a  degree,  in  the  choice  of  a  profession,  a 
man's  inclination  for  a  calling,  is  a  great  presumption 
that  he  either  is,  or  will  be,  fit  for  it.  In  education 
this  holds  very  strongly  ;.  for  he,  who  likes  boys,  has 
probably  a  daily  sympathy  with  them,  and  to  be  in 
sympathy  with  the  mind  you  propose  to  influence,  is 
at  once  indispensable,  and  will  enable  you,  to  a  great 
degree,  to  succeed  in  influencing  it.  Another  point, 
to  which  I  attach  much  importance,  is  liveliness. 
This  seems  to  me  an  essential  condition  of  sympathy 
with  creatures  so  lively  as  boys  are  naturally.  This 
appears  to  me  to  be  in  point  of  manner,  the  great 
difference  between  a  clergyman  with  a  parish,  and  a 
schoolmaster  with  youth.  A  clergyman's  intercourse 
is  very  much  with  the  sick  and  poor,  where  liveliness 
would  be  greatly  misplaced ;  but  a  schoolmaster's  is 
with  the  young,  the  strong  and  the  happy,  and  he 
cannot  get  on  with  them,  unless,  in  his  animal  spirits, 
he  can  sympathize  with  them." 


ON  DR.  THOMAS  ARNOLD. 


23 


2.  THE  SECOND  GREAT  SOURCE  OF  INTEREST  FOR 

TEACHERS,  IN  DR.  ARNOLD,  IS  THE  PRINCIPLES  AND 
METHODS  OF  INSTRUCTION,  WHICH  HE  SO  SUCCESS- 
FULLY ADOPTED. 

His  principles  of  teaching  were  inseparable  from 
the  man,  and  cannot  be  fully  understood  without  a 
knowledge  of  his  general  character  and  manner. 
We  need  to  have  a  picture  of  the  man  before  us,  as 
he  stands  in  silence  in  the  presence  of  his  assembled 
class,  the  Sixth  Form,  as  he  glances  his  eye  around 
upon  them  for  a  moment  before  commencing  the 
recitation,  with  an  expression,  which  seems  to  speak 
of  the  importance  of  the  business  before  them.  "We 
need  to  observe  the  attitude  in  which  he  stood, 
turning  over  the  pages  of  the  lexicon,  with  his  full 
eye  fixed  intently  on  the  boy  who  was  reciting ;  the 
enthusiastic  interest  he  manifested  in  the  lesson, 
though  heard  for  the  hundredth  time ;  the  pleased 
and  cheerful  expression  of  his  countenance,  when  a 
correct  reply  was  made ;  the  sudden  changing  of 
his  countenance  to  a  look  of  deepening  severity, 
when  a  careless  or  incorrect  answer  was  given ;  the 
courtesy  and  almost  deference  of  manner  to  the 
pupils,  while  they  were  attentive  and  obedient; 
the  dignity  and  sternness  with  which  he  would 
check  the  first  approach  to  levity  or  impertinence; 
the  look  of  manly  pride  and  tender  affection  with 
which,  when  his  class  had  been  doing  well,  he  would 
say  with  tears  in  his  eyes,  that  it  gave  him  great 
pleasure  to  be  their  teacher,  and  afforded  him  con- 
stant delight  to  give  instruction  to  such  pupils. 


24  MR.    BATES'S    LECTURE 

Dr.  Arnold  thought  it  ivise  to  employ  the  principle 
of  emulation,  to  excite  in  his  pupils  the  spirit  of  indus- 
try and  application. 

In  this  particular,  many  distinguished  American 
teachers  would  not  approve  of  his  course.  But  he 
thought,  as  prizes  and  emoluments  are  held  out  to 
men  in  the  great  school  of  life  by  the  Great  Teacher, 
they  may  properly  be  offered  to  the  diligent  and 
faithful  in  the  humbler  school,  which  man  adminis- 
ters. He  thought,  that  as  Divine  Wisdom  had  judged 
them  to  be  needful  and  salutary  in  the  discipline  of 
life,  they  were  equally  necessary  and  useful  in  the 
school.  With  this  view,  he  introduced  at  Rugby  a 
variety  of  new  regulations,  calculated  to  awaken  an 
honorable  rivalry,  and  contributed  liberally  himself 
to  the  foundation  of  prizes  and  scholarships,  as  in- 
centives to  study.  The  influence  of  these  prizes 
upon  his  students,  he  confidently  believed  to  be 
salutary  and  important. 

It  was  a  principle  with  Dr.  Arnold,  and  the  tendency 
of  his  method  of  instruction,  to  awaken  the  intellect  of 
each  individual  boy. 

He  did  not  select  the  few  gifted  scholars  of  his 
class,  and  bestow  upon  them  all  his  sympathies  and 
attention,  but  he  sought  to  do  justice  to  all.  While 
he  appreciated  an  excellent  scholar,  and  was  proud 
of  a  pupil  of  superior  talents,  and  while  nothing 
would  quicker  excite  his  displeasure  than  a  boy  of 
good  mind,  who  was  heedless  and  lazy,  yet  he 
never  suffered  himself  to  neglect  boys  of  small 


ON    DR.    THOMAS    ARNOLD. 


25 


powers,  who  manifested  industry  and  ambition.  He 
regarded  them  rather  as  especially  entitled  to  en- 
couragement and  assistance. 

An  incident,  which  occurred  in  the  early  days  of 
his  instructing,  taught  him  a  lesson  which  he  never 
forgot,  in  regard  to  the  encouragement  of  boys  of 
slender  abilities,  but  diligent  habits.  It  was  an  inci- 
dent which  ought  to  teach  every  instructor  the  same 
lesson.  At  Laleham,  he  once  got  out  of  patience 
with  the  slowness  of  apprehension  of  a  well-meaning, 
plodding  boy,  and  spoke  sharply  to  him ;  when  the 
boy  looked  up  earnestly  in  his  face  and  said,  "  Why 
do  you  speak  in  anger,  Sir  ?  Indeed  I  am  doing  the 
best  I  can."  Years  afterwards  he  used  to  tell  the 
story  to  his  children,  and  said,  "  I  never  felt  so  much 
ashamed  in  my  life ;  that  look  and  that  speech  I 
have  never  forgotten."  This  occurrence  led  him 
ever  afterwards  to  regard  with  peculiar  respect  and 
care,  boys  of  this  class.  In  speaking  of  a  pupil  of 
this  character,  a  young  man,  he  said,  "  I  would  stand 
by  that  man,  hat  in  hand."  And  on  another  occa- 
sion he  said,  "  If  there  be  any  thing  on  earth  which 
is  truly  admirable,  it  is  to  see  God's  wisdom,  blessing 
an  inferiority  of  natural  powers,  when  they  have 
been  honestly,  truly  and  zealously  cultivated." 

It  was  also  a  principle  with  Dr.  Arnold  to  adopt 
such  methods  of  instruction,  as  would  tend  to  make  the 
minds  of  his  pupils  active,  and  lead  them  to  put  forth 
their  powers  to  meet  the  knowledge,  they  were  to 
grasp. 

He  did  not  wish  his  pupils  to  be  mere  learned  pack- 
3 


26 


MR.    BATES  S    LECTURE 


horses,  receiving  a  burden  of  facts  on  the  memory, 
unclassified  and  not  appropriated,  nor  modified  by 
the  reflective  powers.  But  he  aimed  to  cultivate  in 
them  the  habit  of  incorporating,  whatever  knowledge 
they  acquired,  with  their  own  associations ;  of  digest- 
ing it  by  reflection,  and  classifying  it  for  future  use. 
He  did  not  wish  his  pupils  to  be  mere  passive  reci- 
pients of  knowledge.  Hence,  he  was  not  much  ac- 
customed to  give  them,  on  any  subject,  formal  and 
extended  lectures.  He  did  not  desire  their  minds  to 
be  like  cisterns,  holding  only  dead  waters,  but  aimed 
to  make  them  like  living  fountains,  sending  out  clear 
and  refreshing  streams.  "  The  difference,"  said  he, 
"  between  a  useful  education  and  one  which  does  not 
affect  the  future  life,  rests  mainly  on  the  greater 
or  less  activity,  which  it  has  communicated  to  the 
pupil's  mind ;  whether  he  has  learned  to  think  and 
act  and  gain  knowledge  for  himself;  or  whether  he 
has  merely  followed  passively,  as  long  as  there  was 
some  one  to  draw  him." 

Upon  this  philosophical  idea  of  the  nature  and 
end  of  education,  he  constantly  acted.  Hence,  he 
valued  highly  the  Socratic  method  of  instruction, 
and  taught  his  scholars  by  questioning  them.  It  is 
no  small  attainment  for  a  teacher  to  know  how  to 
ask  questions.  No  one  understood  this  matter,  better 
than  did  Dr.  Arnold,  or  could  more  skilfully  lead  his 
pupils  to  a  desired  result  by  a  series  of  interrogations. 
By  this  process,  he  excited  the  curiosity  of  his  pupils  ; 
called  their  attention  to  the  important  points  of 
the  subject  under  consideration  ;  gave  them  hints 
of  what  was  to  be  learned,  and  cultivated  in  them 


ON    DR.    THOMAS    ARNOLD. 


27 


the  ability  and  habit  of  expressing  themselves  with 
facility  and  elegance.  In  reference  to  assisting  his 
students,  he  endeavored  to  avoid  the  evils  of  the  two 
extremes.  He  would  help  them  enough  to  stimulate 
their  curiosity  and  industry,  and  to  prevent  them 
from  being  discouraged  by  appalling  difficulties. 
Yet,  he  was  careful  not  to  gratify  excited  curiosity, 
too  far,  or  too  soon,  by  superabundant  aid,  and  thus 
leave  no  motive  or  opportunity  for  research  and 
study  on  their  part.  He  often  checked  himself  in 
the  very  act  of  communicating  some  important  fact, 
or  principle,  to  his  class,  from  the  apprehension  that 
it  would  be  better  for  them  to  search  it  out.  He 
wished,  that  as  much  as  possible  should  be  done  by 
them,  and  as  little  as  possible  for  them.  He  worked 
not  /or,  but  with  his  class,  and  strove,  in  all  his 
methods  of  instruction,  not  to  teach  directly,  but 
simply  to  guide  in  efforts  for  self-education.  He  con- 
sidered the  office  of  the  teacher  to  be  like  that  of  the 
guide-board  by  the  wayside,  to  direct  to  the  path, 
which  was  to  be  trodden  with  diligent  footsteps. 
This  led  Dr.  Arnold  to  attach  much  importance  to 
the  practice  of  making  abstracts  of  books,  and  also 
to  the  writing  of  original  compositions.  He  did  not 
deem  it  wise  to  permit  his  boys  to  write  prim  and 
commonplace  essays  on  the  usual  moral  themes. 
He  preferred  to  assign  to  them  such  subjects,  as 
would  lead  them  to  read  and  think.  He  gave  them 
as  subjects,  historical  and  geographical  descriptions  ; 
biographies  of  distinguished  persons  ;  imaginary 
speeches  and  letters ;  etymological  accounts  of  words 
in  different  languages  and  criticisms  on  books.  He 


28  MR.    BATES'S    LECTURE 

was  always  particularly  pleased  with  indications 
of  real  thought  in  composition.  "  I  call,"  said  he, 
"that  the  best  theme  that  shows  that  a  boy  has  read 
and  thought  for  himself;  that  the  next  best,  that 
shows  that  he  has  read  several  books  and  digested 
them ;  and  that  the  worst,  which  shows  that  he  has 
followed  but  one  book,  and  that  without  reflection." 

Dr.  Arnold  considered,  that  the  object  of  school 
education  was  not  so  much  to  teach  facts,  as  principles ; 
not  so  much  to  stock  the  memory  with  knowledge, 
as  to  develope  and  discipline  the  faculties  of  the  mind. 

He  often  said,  it  was  not  knowledge,  but  the 
means  of  gaining  knowledge,  he  had  to  teach ; 
that  he  desired  not  so  much  to  impart  information, 
as  to  prepare  the  minds  of  his  pupils  to  use  to 
advantage  subsequent  acquisitions ;  to  learn  how 
to  study,  and  how  to  start  aright  in  the  life-long 
work  of  self-culture.  He  therefore  valued  the  study 
of  history  and  the  languages,  above  that  of  the 
natural  sciences. 

Writing  to  a  friend  he  said,  "  I  must  tell  you,  that 
I  am  becoming  more  and  more  a  convert  to  the 
advantages  of  studying  the  Greek  and  Latin,  and 
more  and  more  suspicious  of  mere  fact  system,  that 
would  cram  the  mind  with  knowledge  of  particular 
things,  and  call  it  information."  He  maintained 
that  classical  studies  should  be  the  basis  of  intel- 
lectual training.  In  his  view,  nothing  could  be  sub- 
stituted for  the  study  of  the  Greek  and  Latin,  that 
could  so  well  secure  a  thorough  discipline  of  all  the 
faculties  ;  fixing  the  attention  and  strengthening 


ON    DR.    THOMAS    ARNOLD.  29 

the  memory,  quickening  the  perceptive  and  guiding 
the  reflective  powers,  cultivating  the  taste  and 
giving  acuteness  to  the  faculties  of  comparison  and 
discrimination.  In  conducting  his  recitations  in  the 
languages,  he  did  not  confine  the  attention  of  his 
class,  to  the  simple  exercise  of  translation  and  verbal 
criticism ;  but  he  strove  to  teach  his  pupils  the 
historical  and  philosophical  value  of  philology,  and 
of  the  ancient  writers;  to  bring  before  them  the 
author,  and  the  age  in  which  he  lived,  as  well  as  the 
one  of  which  he  wrote,  and  to  cultivate  in  them  the 
habit  of  forming  opinions  upon  the  subjects,  treated 
of  by  the  author.  In  reading  a  classical  historian, 
Thucydides  or  Tacitus,  for  instance,  he  would  induce 
his  pupils,  by  the  interest  he  could  excite,  to  con- 
sult many  books  in  relation  to  geography,  military 
science,  civil  polity,  national  customs  and  domestic 
manners.  In  describing  his  classical  recitations  he 
said,  "  My  lessons  with  the  Sixth  Form,  are  directed, 
to  the  best  of  my  power,  to  the  furnishing  rules  or 
formulas,  for  them  to  work  with ;  for  example,  rules 
to  be  observed  in  translation,  principles  of  taste,  as 
to  the  choice  of  English  words,  and  as  to  the  keep- 
ing or  varying  idioms  and  metaphors." 

The  closing  period  of  his  masterly  article  in  vindi- 
cation of  classical  studies,  exhibits  in  a  few  words  his 
views  of  the  great  end  of  education.  "  It  is  no  wis- 
dom to  make  boys  prodigies  of  information,  but  it  is 
our  wisdom  and  our  duty  to  cultivate  their  faculties, 
each  in  its  season;  first,  the  memory  and  imagina- 
tion, and  then  the  judgment ;  to  furnish  them  with 
the  means,  and  to  excite  the  desire  of  improving 
3* 


30  MR.    BATES'S    LECTURE 

themselves,  and  to  wait  with  confidence  for  God's 
blessing  on  the  result. 

The  methods  Dr.  Arnold  adopted  in  teaching  his- 
tory, are  equally  interesting  and  instructive. 

The  principles  on  which,  in  his  judgment,  history 
should  be  studied,  and  which  he  adopted,  are  given, 
in  full,  in  his  lectures  delivered  after  his  appoint- 
ment to  the  professorship  at  Oxford  — lectures  which 
every  teacher  ought  "carefully  to  read  and  inwardly 
digest."  It  was  not  in  his  view  of  any  great  use  to 
treasure  up  mere  facts  and  isolated  events  in  a 
nation's  history.  But  he  aimed  to  derive  from  the 
facts  certain  great  principles  and  conclusions ;  to 
teach  the  philosophy  of  history ;  the  value  and 
sources  of  historical  knowledge,  and  how  to  apply 
the  knowledge,  derived  from  research,  in  the  guidance 
of  one's  own  life,  and  in  judging  of  the  government, 
customs,  social  condition,  and  literary  character  of 
existing  nations. 

He  was  never  a  slave  to  the  text-book.  In- 
deed, he  could  find  no  history  of  any  period 
with  which  he  was  satisfied.  Accordingly  the 
class  book,  whatever  it  might  be,  was  made  sim- 
ply the  groundwork  of  his  own  observations,  and 
of  other  reading  from  such  books,  as  the  school 
library  contained.  He  cared  little  that  the  pre- 
scribed, historical  text-book  of  the  school  contained 
errors  in  fact  or  philosophy,  for  the  errors  only 
afforded  him  the  better  opportunity  to  set  his  stu- 
dents right  in  those  particulars ;  just  as  many  teach- 
ers of  moral  philosophy  in  our  colleges,  still  retain 


ON    DR.  THOMAS    ARNOLD.  31 

Paley's  work  as  their  class-book,  notwithstanding 
his  errors  on  the  subjects  of  the  Sabbath  and  the 
conscience ;  as  those  errors  enable  them  to  impress 
more  clearly,  on  the  minds  of  their  scholars,  the  truth 
in  relation  to  these  subjects.  He  would  often  say  to 
his  class,  "  You  come  here  not  to  read  history,  but  to 
learn  how  to  read  it."  This  remark  is  the  key  to  his 
whole  system  of  instruction.  He  was  accustomed, 
in  accordance  with  this  principle,  to  direct  his  boys 
to  read  by  topics ;  to  classify  facts  under  general 
principles  ;  to  engage  in  researches  in  different 
authors  for  the  important  facts  upon  given  subjects, 
or  specified  periods,  as  a  century,  or  the  reign  of 
some  king.  He  wished  to  make  them  work  for 
themselves  and  think  for  themselves,  while  in  the 
institution,  that  they  might  be  disposed  and  have 
the  ability  so  to  do  in  subsequent  years.  To  incite 
them  to  this,  he  would  only  refer  them  to  authorities 
for  facts,  leaving  them  to  find  the  facts  for  them- 
selves ;  would  withhold  his  own  opinions  of  the 
influence  of  particular  revolutions,  or  distinguished 
men,  to  lead  them  first  to  form  their  own  ;  would 
sometimes  give  them,  as  a  subject  for  a  lesson,  two 
wars  or  campaigns,  that  occurred  eight  hundred  or 
one  thousand  years  apart,  or  would  give  them  two 
centuries ;  for  example,  the  tenth  and  eighteenth,  to 
examine  and  compare  together.  In  a  letter,  he  says, 
"  My  lessons  with  the  Sixth  Form  in  history  are 
directed  to  the  furnishing  of  rules  of  historical  evi- 
dence, or  general  forms  for  the  dissection  of  cam- 
paigns, or  the  estimating  of  the  importance  of  wars, 
revolutions,  &c.  This,  together  with  the  opening  of 


32  MR.    BATES'S    LECTURE 

the  sources  of  knowledge,  by  telling  the  class  where 
to  find  such  and  such  things,  and  giving  them  a 
notion  of  criticism,  (not  to  swallow  things  whole  as 
the  scholars  of  an  earlier  period  too  often  did,)  is 
what  I  am  laboring  at,  much  more  than  at  giving 
information/' 

Dr.  Arnold  regarded  the  study  of  geography,  as 
intimately  connected  with  a  right  understanding  of 
history. 

He  frequently  expressed  a  desire  to  see  constructed 
more  perfect  maps  and  charts.  On  this  subject  he 
said,  "  How  much  we  need  a  physical  history  of 
countries,  tracing  the  changes  which  they  have 
undergone,  either  by  violent  revolution,  or  volcanic 
phenomena,  or  by  the  slower,  but  not  less  complete 
change  produced  by  ordinary  causes,  such  as  altera- 
tions of  climate,  occasioned  by  enclosing  and  drain- 
ing, by  alteration  in  the  course  of  rivers,  and  in  the 
level  of  their  beds  ;  in  animal  and  vegetable  produc- 
tions of  the  soil,  and  in  the  supply  of  metals  and 
minerals ;  noticing  also  the  advance  and  retreat  of 
the  sea,  and  the  origin  and  successive  increase  in 
the  number  and  variation  in  the  line  of  roads,  to- 
gether with  the  changes  in  the  extent  and  character 
of  the  wood-lands." 

He  was  accustomed  in  the  recitations  of  his  his- 
tory class  to  illustrate,  often  by  black-board  draw- 
ings, or  maps  and  charts  of  his  own  construction, 
in  a  most  interesting  manner,  the  influence  of  a 
nation's  geographical  position  upon  its  tranquillity, 


ON    DR.    THOMAS    ARNOLD.  33 

territorial  consolidation,  wars  of  conquest,  and  its  par- 
ticipation in  commerce.  In  the  same  manner  would 
he  often  illustrate  the  influence  of  the  soil  and  rivers, 
the  mountains,  and  mineral  productions  of  a  coun- 
try, upon  the  wealth  and  industrial  pursuits,  the 
civilization  and  general  character  of  its  inhabitants. 


Dr.  Arnold  had  a  strong  desire  to  give  all  his  intel- 
lectual instruction  a  moral  bearing. 

He  prized  moral  above  mental  excellence,  while 
he  believed  in  the  general  union  of  the  two,  and  in 
their  intimate  and  mutual  dependence.  He  often 
said  while  at  Rugby,  "  What  I  desire  to  see  here, 
is,  religious  and  moral  principle ;  gentlemanly  de- 
portment ;  intellectual  ability."  This  led  him  to 
give  an  unusual  prominence  to  moral  instruction. 
The  theory  of  every  foundation  school  in  England, 
contemplates  a  religious  education,  and  provides  for 
instruction  in  the  Scriptures.  This  theory  Dr.  Arnold 
attempted  to  carry  into  practical  operation ;  not  by 
sectarian  instruction,  not  by  the  intrusion  of  relig- 
ion upon  unseasonable  occasions,  not  by  giving 
prominence  to  religious  machinery,  not  by  a  studied 
air  of  sanctimony,  or  a  formal  use  of  religious  phrase- 
ology ;  but  by  maintaining,  himself,  a  high  tone  of 
moral  feeling,  by  showing  indirectly  in  a  hundred 
ways  in  his  intercourse  with  his  pupils,  by  his 
methods  of  discipline,  and  in  his  chapel  exercises,  his 
high  estimate  of  religious  excellence,  by  investing 
all  study  with  a  deep  moral  interest,  and  making  all 


34  MR.    BATES's    LECTURE 

literature  illustrate  the  beauty  of  Christian  truth,  and 
set  forth  in  bright  relief  the  worth  of  a  pure  life,  sus- 
tained by  Christian  love  and  Christain  faith. 

3.  THE  THIRD  GREAT  SOURCE  OF  INTEREST  FOR 
TEACHERS  IN  DR.  ARNOLD,  IS  THE  PRINCIPLES  AND 
METHODS  OF  DISCIPLINE,  WHICH  HE  SO  SUCCESSFULLY 
ADOPTED. 

In  the  year  1835,  Dr.  Arnold  contributed  to  the 
Quarterly  Journal  of  Education  in  England,  an  able 
article,  entitled,  "  The  Discipline  of  Public  Schools/' 
Every  teacher  would  be  benefitted  by  studying  that 
article,  while  theoretical  educational  reformers  would 
there  find,  could  they  read  candidly,  some  hard  logic 
and  common  sense,  that  batter  to  the  ground  their 
visionary  theories. 

Before  Dr.  Arnold  accepted  the  appointment  at 
Rugby,  he  ascertained,  that  his  power  as  master 
would  be  absolute,  and  accepted  the  office  only  on 
that  condition.  He  maintained,  that  in  the  actual 
working  of  the  school,  as  to  the  internal  plans  of 
instruction  and  discipline,  he  must  be  completely 
independent ;  and  that  if  the  Trustees  were  dissatis- 
fied, their  course  was  not  interference  with  his 
measures,  but  the  actual  dismissal  of  him  from  his 
post.  This  is  the  true  ground,  and  there  is  reason 
to  believe  that  it  would  be  a  great  improvement,  if 
our  public  schools  and  the  authority  of  our  teachers 
could  be  placed  on  the  same  basis.  "  Uniform  expe- 
rience clearly  shows,"  said  Dr.  Arnold,  "  the  mischief 
of  subjecting  schools  to  the  ignorance  and  party 


ON    DR.    THOMAS    ARNOLD.  35 

feeling   of   persons,  wholly  unacquainted  with   the 
theory  and  practice  of  education." 

Dr.  Arnold  recognised,  as  an  element  of  discipline, 
the  importance  of  keeping-  his  pupils  busily  employed 
at  their  studies. 

He  remembered  the  adage,  "  An  idle  brain  is  the 
devil's  work-shop ; "  and  he  well  knew,  that,  if  he 
would  prevent  the  rising  of  discontent  and  insubor- 
dination, he  must  keep  his  boys  engaged  in  earnest 
work.  At  the  very  sight  of  a  knot  of  vicious  or 
careless  boys,  gathered  in  idleness  upon  the  play- 
ground, he  would  say,  "  It  makes  me  think  that  I 
see  the  Devil  in  the  midst  of  them."  It  has  been 
truly  said,  that  "idleness  is  the  mother  of  mischief." 
The  moment  a  horse  is  done  eating  his  oats,  he 
turns  to  and  gnaws  his  manger.  Substitute  labor 
for  oats,  and  virtue  for  manger,  and  what  is  true 
of  horses,  is  equally  true  of  men  and  boys.  Na- 
poleon used  to  say,  "  If  a  dog  has  a  bone  to 
gnaw,  he  will  not  bite;"  so,  when  he  was  Emperor, 
he  kept  the  populace  of  Paris  quiet  by  giving  them 
something  to  do,  and  by  keeping  them  hard  employed 
upon  great  public  works.  Dr.  Arnold  adopted  a 
similar  course  in  the  management  of  his  school. 
He  would  not  let  his  boys  be  idle,  lest  they  should 
be  discontented  and  disposed  to  mischief.  He  was 
ever  devising  new  plans,  to  create  in  his  pupils,  from 
time  to  time,  fresh  interest  and  diligence  in  their 
studies.  Every  experienced  teacher  knows  there 
was  much  wisdom  in  this  course. 


36  MR.    BATES'S    LECTURE 

As  another  means  of  discipline,  Dr.  Arnold  strove 
to  cherish  an  earnest  interest  in  the  welfare  and  im- 
provement of  his  pupils. 

He  had  a  warm  sympathy  with  them,  and  though 
each  year  presented  its  new  generation  of  scholars, 
yet  each  found  in  him  the  same  fountain  of  warm 
and  generous  interest  in  their  welfare.  This  feeling 
began  even  before  he  had  any  personal  knowledge 
of  them.  "  It  is  a  most  touching  thing  to  me,"  said 
he,  "  to  receive  a  new  scholar,  when  I  think  what  an 
influence  there  is  in  this  place  for  evil,  as  well  as  for 
good."  Some  one  expressing  to  him  surprise,  that 
this  feeling  did  not  wear  away  with  the  succession 
of  fresh  arrivals,  he  said,  "  No,  if  ever  I  can  receive 
a  new  boy  from  his  father,  without  emotion,  I  should 
think  it  was  time  for  me  to  resign  my  situation." 

Being  well  aware  that,  in  a  school  of  three  hun- 
dred boys,  sudden  fluctuations  of  public  feeling  may 
occur,  and  that  a  spirit  of  insubordination  may 
spread  like  wild-fire,  he  watched  over  his  school  with 
an  almost  sleepless  vigilance.  Because  all  was  quiet 
one  day,  he  did  not  feel  assured  that  there  might  not 
be  trouble  the  next.  In  a  letter  to  a  friend,  he 
writes,  "  What  gives  me  pleasure  is  to  observe  a 
steady  and  kindly  feeling  in  the  school,  in  general, 
towards  the  masters  and  towards  each  other.  This 
I  say  to-day,  knowing,  however,  so  well  the  unstable 
nature  of  this  boy-sea,  that  I  am  well  aware  how 
soon  any  dux-turbidus  may  set  our  poor  Adria  all 
in  commotion." 

To   forestall   the    rising   of    insubordination,   Dr. 


ON    DR.    THOMAS    ARNOLD.  37 

Arnold  was  ever  seeking  to  obtain  an  insight  into 
individual  character,  and  striving  to  gain  an  influ- 
ence, particularly  over  those  pupils,  whom  he  dis- 
covered to  be  the  leaders  of  public  sentiment  in 
the  school.  Little  things  in  the  conduct  of  a  boy 
which,  to  a  stranger,  would  have  told  nothing,  were 
to  him  highly  significant.  His  quick  eye,  familiar 
with  the  face  and  manner  of  each  boy,  watched  the 
development  of  character  in  the  recitation-room  and 
on  the  play-ground.  Walking  one  day  on  the  sport- 
ing field  with  an  assistant-master,  who  had  recently 
come  to  Rugby,  he  said,  "Do  you  see  those  two 
boys,  walking  arm  in  arm  ?  I  never  saw  them  to- 
gether before.  You  should  make  it  an  especial  point 
to  observe  the  company,  which  each  scholar  keeps ; 
nothing  so  tells  the  changes  in  a  boy's  character." 

The  acquaintance  with  the  general  features  of  the 
nature  of  boys,  which  he  gained  by  close  observation, 
as  well  as  his  peculiar  insight  into  the  individual 
disposition  of  his  scholars,  gave  him  great  advan- 
tage in  governing  his  school.  Often,  before  any 
other  eye  had  discovered  it,  he  saw  germs  of  coming 
good  or  evil.  Often,  his  assistant-masters  would  be 
puzzled  to  understand  the  course  of  treatment,  he 
pursued  towards  particular  boys,  and  it  was  because 
they  did  not  understand  so  well  as  he,  the  peculiar 
temperament  and  dispositions  of  the  different  schol- 
ars. He  sought  to  adapt  his  mode  of  treatment,  to 
the  nature  of  the  pupil  with  whom  he  was  dealing. 
He  well  knew  that  with  some,  a  word  of  admonition 
would  be  sufficient,  while  others  must  be  dealt  with 
in  a  strict  and  authoritative  manner.  Dr.  Arnold 
4 


38  MR.    BATES'S    LECTURE 

possessed  a  remarkable  mingling  of  those  severe  and 
tender  elements  of  character  so  needful  in  the  govern- 
ment of  a  school.  Says  his  biographer,  "  Those,  who 
had  known  him  only  in  the  bosom  of  his  family,  found 
it  difficult  to  conceive  how  his  pupils,  or  the  world  at 
large,  should  have  formed  to  themselves  so  stern  an 
image  of  one  in  himself  so  lovely ;  while  those,  who 
had  known  him  only  in  the  school,  can  remember 
the  kind  of  surprise  with  which  they  first  witnessed 
his  tenderness  and  playfulness."  He  had  elements 
of  character  which  fitted  him  to  be  severe  and 
resolute  with  wilful  and  vicious  boys,  and  elements 
which  qualified  him  to  appreciate  a  sensitive  and 
ingenuous  lad,  and  to  treat  him  in  a  tender  and 
gentlemanly  manner.  "  His  generous  nature  mingled 
well  the  lion  and  the  lamb." 

In  his  discipline,  Dr.  Arnold  sought  to  avoid  the 
extremes  of  too  great  indulgence,  on  the  one  hand, 
and  too  great  severity  on  the  other.  His  govern- 
ment was  strong,  but  not  arbitrary  nor  tyrannical. 
It  was  seen  and  felt  by  all  in  his  school,  that  there 
was  such  a  thing  as  law,  and  that  there  must  be 
obedience  to  rightful  authority.  Regarding  the  habit 
of  obedience  as  necessary  to  the  welfare  of  the 
young,  he  insisted  upon  it  in  his  school.  If  he 
could  not  secure  it  by  mild  means,  he  obtained  it  by 
a  resort  to  severe  measures. 

Dr.  Arnold  ivas  confidently  of  the  opinion,  that 
corporal  punishment  is  necessary  in  the  government 
of  a  school. 

It  was,  however,  a  rule  with  him  to  employ  it  only 


ON    DR.    THOMAS    ARNOLD.  39 

with  boys  of  the  younger  class,  and  to  confine  it, 
chiefly,  to  moral  offences,  such  as  profanity,  lying,  and 
habitual  idleness.  The  offences  of  the  older  boys, 
who,  after  a  fair  trial,  proved  themselves  incapable 
of  deriving  benefit  from  the  privileges  of  the  school, 
and  whose  influence  over  others  was  decidedly  per- 
nicious, he  was  accustomed  to  punish  by  direct 
expulsion  from  the  institution.  He  used  to  say  "that 
he  would  not  be  a  jailer,  and  that  it  was  not  his 
business  to  flog  the  vices  out  of  bad  boys." 

Such  is  the  present  constitution  of  our  public 
schools,  and  such,  perhaps,  the  genius  of  our  republi- 
can institutions,  that  expulsion  from  school  cannot  be 
carried  out  by  teachers  among  us.  It  would  be  well, 
certainly  in  some  cases,  if  it  could  be  done.  When 
we  must  submit  to  the  alternative  of  retaining  under 
our  care,  boys  whose  vicious  nature  and  habits  are 
a  trial  to  our  patience,  we  must  strive  to  be  of  the 
faith  of  the  great  poet, 

"  But  men  are  moulded  out  of  faults, 
And  for  the  most,  become  much  more  the  better 
For  being  a  little  bad  ;  " 

that  we  may  bate  no  jot  of  heart  or  hope,  nor  spare 
our  efforts  to  reclaim  an  outcast  youth. 

With  all  the  vigor  of  Dr.  Arnold's  discipline,  he 
much  preferred  to  manage  his  boys  by  moral  influ- 
ence, rather  than  by  physical  power ;  to  govern  by 
mild  means  rather  than  by  stern.  The  birchen  rod 
was  not  the  sceptre,  which  preserved  the  laws  of 
order  in  his  realm.  It  was  the  last  resort  when  the 
electric  influence,  which  flows  forth  from  a  noble 


10  MR.    BATES'S    LECTURE 

and  superior  heart,  found  no  responsive  element  in 
the  nature  of  a  vicious  youth. 

This  master  of  surpassing  skill  in  the  art  of 
government,  strove  to  make  the  impression,  that 
misconduct  grieved,  rather  than  offended  him.  He 
aimed  to  rule,  without  seeming  to  rule ;  to  control 
his  scholars,  by  indirectly  guiding  the  public  senti- 
ment of  his  little  world ;  a  faculty  most  desirable 
for  every  teacher  to  possess.  He  was  disposed  to 
confide  in  the  truth  and  honor  of  young  men,  and  to 
make  appeals  to  their  better  nature.  He  felt  that  it 
was  morally  injurious  to  the  young,  to  treat  them 
with  suspicion,  and  as  if  one  expected  they  would 
do  wrong.  He  placed  implicit  confidence  in  a  boy's 
assertion,  and  then  if  a  falsehood  was  discovered, 
punished  severely.  Any  attempt  at  further  proof  of 
an  assertion,  he  immediately  checked  by  the  remark, 
"  If  you  say  so,  that  is  enough ;  of  course  I  believe 
your  word."  Hence,  there  arose  among  the  boys  at 
Rugby  the  common  saying,  "  It  is  a  shame  to  tell 
Dr.  Arnold  a  lie  ;  he  always  believes  every  one ! " 

Dr.  Arnold  exerted  an  elevating  influence  over  his 
scholars  by  treating  them  like  gentlemen,  and  by 
endeavoring  to  make  them  respect  themselves  by  the 
respect  he  showed  to  them.  It  was  his  constant  aim 
to  impress  upon  their  minds  the  idea,  that  their 
interests  and  his  were  one  and  the  same ;  that  they 
had  with  him  a  moral  responsibility,  and  a  deep  in- 
terest in  the  reputation  and  welfare  of  the  institu- 
tion. 

This  impression,  Dr.  Arnold  strove  to  make,  espe- 
cially upon  the  Sixth  Form ;  the  class  of  the  oldest 


ON    DR.    THOMAS    ARNOLD.  41 

and  most  advanced  boys  in  the  school.  The  system 
of  fagging,  which  prevails  in  the  English  schools,  ex- 
isted at  Rugby.  According  to  this  system,  the  highest 
class  was  invested  with  a  portion  of  authority  over 
the  younger  scholars,  both  in  the  school-room  and 
upon  the  play-ground.  This  system,  though  liable 
to  great  abuse,  and  though  violently  attacked  by 
a  class  of  school-reformers  in  England,  he  strenu- 
ously defended  and  valued  highly.  In  his  judgment, 
the  system  was  useful,  not  only  in  assisting  the 
master  in  maintaining  the  government  of  the  school, 
but  also  in  cultivating  in  the  Sixth  Form,  self-respect 
and  a  manly  spirit,  by  placing  them  in  stations  of 
responsibility,  where  their  reputation  and  dignity 
could  not  be  maintained  except  by  consistent  and 
good  conduct.  He  confidently  relied  on  the  sustain- 
ing influence  of  the  Sixth  Form,  as  the  key-stone  of 
his  whole  government.  He  used  to  say,  "  When  I 
have  confidence  in  the  Sixth  Form,  there  is  no  post 
in  England,  I  would  exchange  for  this ;  but  if  they 
do  not  support  me,  I  must  go." 

The  genius  of  our  republican  institutions  would 
not,  perhaps,  admit  of  the  introduction  of  this 
system  of  fagging  into  our  schools  as  a  system. 
But  the  great  idea  of  the  system  is  an  admirable 
one  ;  and  that  idea,  it  would  be  well  for  every  teacher 
to  incorporate,  to  some  extent,  into  the  government 
of  his  school.  By  treating  his  older  pupils  with 
confidence,  and  placing  them  in  stations  of  responsi- 
bility, he  will  cultivate  in  them  dignity  of  character, 
while  he  secures  their  co-operation  in  maintaining 
authority  over  his  pupils. 
4* 


42  MR.    BATES's    LECTURE 

I  have,  Gentlemen  of  the  Institute,  thus  en- 
deavored to  draw  a  portraiture  of  the  character  of 
an  eminent  and  successful  Teacher.  In  so  doing,  I 
have  spoken :  — 

1.  OF  DR.  ARNOLD'S  QUALIFICATIONS  AS  A  TEACH- 
ER. 

2.  OF    HIS    PRINCIPLES    AND    METHODS    OF    INSTRUC- 
TION. 

3.  OF     HIS     PRINCIPLES     AND     METHODS      OF     DISCI- 
PLINE. 

Dr.  Arnold  was  truly  a  model  teacher;  a  Chris- 
tian, a  scholar,  a  gentleman,  a  man  of  energetic 
mind,  cultivated  and  refined,  sincere  in  every  pur- 
pose of  his  heart,  enthusiastic  and  devoted  to  his 
profession,  practical  in  all  his  educational  plans, 
and  eminently  successful  in  imparting  knowledge. 
Understanding  thoroughly  the  secret  springs  of  hu- 
man action,  he  governed,  controlled  and  influenced 
mind,  with  skill  and  success.  He  wonderfully  im- 
pressed both  teachers  and  pupils  with  the  reality  and 
the  great  object  of  life ;  he  constantly,  by  example 
and  precept,  carried  conviction  to  every  mind  with 
which  he  came  in  contact,  that  action  and  useful- 
ness were  the  great  purposes  of  existence.  He 
exemplified  in  all  he  did,  that  principle  and  moral 
thoughtfulness  were  the  great  and  distinguishing 
marks  between  good  and  evil.  He  wielded,  at  all 
times  and  under  all  circumstances,  a  moral  power, 
and  maintained  and  ever  exhibited  a  force  of  char- 
acter, a  determination  to  carry  out  principles,  a 


ON    DR.    THOMAS    ARNOLD.  43 

consecration  to  his  work,  a  complete  abandonment 
of  self  in  the  discharge  of  duty,  which  convinced 
every  one  of  the  uprightness  and  purity  of  his 
intentions.  In  the  life  and  character  of  Dr.  Arnold, 
we  find  a  remarkable  instance  of  the  union  of  dignity 
and  simplicity.  The  meekness,  artlessness,  and  evi- 
dent sincerity  of  the  man  in  his  whole  behavior  and 
intercourse  with  his  pupils,  always  divested  him  of 
all  appearance  of  moroseness  and  affectation.  With 
fatherly  and  affectionate  entreaty,  he  admonished  the 
wayward  and  cheered  the  desponding.  His  pupils 
looked  up  to  him  with  confidence,  and  spoke  of  him 
with  affection.  His  life  of  manner,  his  sympathy 
with  the  ardor  and  freshness  of  youth,  his  familiar 
intercourse  with  them  and  real  interest  in  their  im- 
provement and  welfare,  gave  him  a  wonderful  ascen- 
dency over  the  greater  part  of  each  generation  of  his 
pupils.  There  subsisted  between  him  and  them 
mutual  affection  and  attachment.  It  was  kindness 
of  heart,  sympathy  with  the  young,  devotion  to 
his  work,  sincerity  in  every  act  of  his  life,  a 
visible  animation,  enthusiasm  and  love  with  which 
he  entered  upon  all  his  duties,  which  awakened, 
kept  alive,  and  earnestly  impressed  the  minds  of  the 
young,  with  the  importance  of  knowledge,  and  of  a 
life  of  activity,  virtue  and  usefulness. 

Dr.  Arnold  thus  writes  to  an  applicant  for  the 
situation  of  teacher  in  his  celebrated  school :  "  What 
I  wish  is,  a  man,  who  is  a  Christian  and  a  gentleman, 
an  active  man  and  one  who  has  common  sense,  and 
understands  boys ;  that,  belonging  to  a  great  public 


44  MR.    BATES'S    LECTURE 

institution,  and  standing  in  a  public  and  conspicuous 
situation,  he  should  study  '  things  lovely  and  of  good 
report;'  that  he  should  be  public-spirited  and  liberal, 
and  enter  heartily  into  the  interests,  honor  and  gen- 
eral respectability  and  distinction  of  the  society 
which  he  has  joined ;  that  he  should  have  sufficient 
vigor  of  mind  and  thirst  for  knowledge  to  persist  in 
adding  to  his  own  stores,  without  neglecting  the  full 
improvement  of  those  whom  he  is  teaching." 

Are  such,  fellow-teachers,  our  qualifications  for  the 
important  office  we  hold?  Do  we  daily  enter  with 
fresh  preparation,  with  interest,  with  energy,  with 
the  spirit  of  love  and  a  sound  mind  upon  our  labors  ? 
Do  we  at  all  times  feel  that  principle  of  love,  and 
that  sincere  devotion  to  our  profession,  which  are  to 
be  regarded  as  the  sign  and  measure  of  high  souls, 
and  which  wisely  directed  will  accomplish  much? 
Our  calling  is  honorable ;  our  labors  will  be  felt  and 
appreciated,  if  we  are  faithful.  Let  us  not  be  satisfied 
with  our  past  success,  nor  our  present  attainments. 
Let  our  motto  ever  be  onward,  upward.  Let  us  also 
be  impressed  with  the  vast  importance  of  our  office. 
We  deal  with  mind.  We  are  called  to  educate 
immortal  beings.  We  are  stamping  upon  their  souls 
impressions,  that  will  endure,  "  when  the  sun  shall  be 
blotted  out,  and  the  moon  and  stars  shall  withdraw 
their  shining."  Should  there  be  given  to  each  one  of 
us  a  broad  tablet  of  polished  silver,  upon  which  we 
were  required  to  inscribe  some  sentiment  to  be  read 
by  thousands  on  earth  and  by  angels  in  Heaven,  we 
should  tremble  in  view  of  the  important  duty;  we 


ON    DR.    THOMAS    ARNOLD. 


45 


should  desire  that  the  sentiment  might  be  truthful 
and  wise,  and  such  as  would  be  approved  above. 
Now,  there  are  placed  in  our  hands  many  tablets,  not 
indeed  of  silver  and  gold,  but  tablets,  that  shall 
endure  when  silver  and  gold  shall  have  perished ; 
the  immortal  tablets  of  youthful  minds.  Upon  these 
we  are  inscribing  principles  and  sentiments,  which 
thousands  of  our  fellow-men  will  read  with  grief  or 
joy,  which  all  the  angels  of  light  will  one  day  look 
upon  with  tears,  or  behold  with  exultations  of  joy. 

Fellow  Teachers ;  let  the  character  I  have  been 
portraying,  be  a  model  for  us  to  imitate.  Let  his 
name  be  fragrant  in  our  memory.  Let  his  spirit, 
grateful  as  the  breath  of  morning,  be  diffused  through 
all  our  professional  ranks  and  all  our  educational 
Associations.  Let  us  study  his  principles  and 
methods  of  instruction  and  discipline,  till  they  shall 
reveal  to  us  an  elevating  power,  that  shall  give  us 
yet  more  encouraging  success  in  our  noble  work. 
Let  us  imbibe  his  ardent  desire  for  the  progress  of 
the  cause  we  love,  that  we  may  be  enabled  to  do 
something  for  its  advancement.  Let  us  by  fidelity 
in  our  labors  and  a  consecration  to  the  work  en- 
trusted to  us,  secure  a  measure  of  that  reward,  which 
gladdened  his  heart  while  living,  and  has  since  per- 
petuated his  fame  and  his  influence ;  that  we  may 
be  honored  by  our  pupils  while  we  live,  and  be 
worthy  when  we  are  dead  of  being  embalmed  in 
their  memory.  The  names  of  hero  and  statesman 
live  in  ever-during  marble  and  splendid  mausoleums ; 
but  the  faithful  teacher  has  a  far  better  shrine  in  the 


46  MR.    BATES'S    LECTURE. 

fond  and  grateful   hearts,  which  he  has  fashioned 
for  immortality. 

"What  needs  our  Arnold  for  his  honor'd  bones, 
The  labor  of  an  age,  in  piled  stones  ? 
Or  that  his  hallow'd  relics  should  be  hid 
Under  a  star-pointing  pyramid  ? 
Dear  son  of  memory,  great  heir  of  fame, 
What  need's!  thou  such  weak  witness  of  thy  name  ? 
Thou  in  our  wonder  and  astonishment, 
Hast  built  tl^self  a  live-long  monument, 
And  so  sepulchred  in  such  pomp  dost  lie, 
That  kings  for  such  a  tomb  would  wish  to  die." 


\ 


THE  LIBRARY 

UKIVERSITY  OP  CAUFORKIA 
LOS  ANGELES 


Syracuse.   N.    Y. 
Sfockton,    Calif. 


000  962  933     8 


LF 

795 

R8A8b 


1UJ 
CO 


LIBRARY  USE 
ONLY 


a 

—I 


DQ 


O 


Qo 

r— 


